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Bank of Good Practices in Social Inclusion through WBL
HiLives – Including and Connecting in Higher Education
Overview
HiLives is a European initiative coordinated by the University of Aveiro that promotes the inclusion of young adults with intellectual and developmental disabilities (IDD) in higher education and supports their transition to active life. Implemented in four countries, the project develops an inclusive and flexible student-centred curriculum, a digital platform that connects young adults with IDD to universities and inclusive employers, and a Good Practice Guide.
The guide offers practical strategies to secondary schools, higher education institutions, and employers, aiming to support young people with IDD in accessing university education and life pathways. The project fosters cooperation between key stakeholders and creates tailored learning and professional experiences aligned with the needs and interests of each participant.
HiLives strengthens autonomy, active participation, and lifelong learning opportunities for young people with IDD.
The guide offers practical strategies to secondary schools, higher education institutions, and employers, aiming to support young people with IDD in accessing university education and life pathways. The project fosters cooperation between key stakeholders and creates tailored learning and professional experiences aligned with the needs and interests of each participant.
HiLives strengthens autonomy, active participation, and lifelong learning opportunities for young people with IDD.
Objectives
• Develop an inclusive, flexible and learner-centred curriculum for students with IDD
• Design a digital tool that connects students with IDD to universities and inclusive job opportunities
• Create a Good Practice Guide for educational institutions and employers
• Promote a successful transition of young adults with IDD into higher education and active life
• Design a digital tool that connects students with IDD to universities and inclusive job opportunities
• Create a Good Practice Guide for educational institutions and employers
• Promote a successful transition of young adults with IDD into higher education and active life
Implementation
HiLives was implemented through an Erasmus+ partnership among higher education institutions and inclusion-focused organisations across four countries. It developed a student-centred inclusive curriculum and a digital platform that matches students with IDD to educational and work-based opportunities.
Key actions included the creation of tailored university learning paths, support networks involving families and mentors, and the publication of a Good Practice Guide. These measures aim to foster equity, participation, and meaningful inclusion in higher education and work-based settings.
Key actions included the creation of tailored university learning paths, support networks involving families and mentors, and the publication of a Good Practice Guide. These measures aim to foster equity, participation, and meaningful inclusion in higher education and work-based settings.
Innovative features
Mentoring programs for marginalized groups, Digital learning tools to improve access, Specialized training tailored to different learner needs, Uses technology to improve access, Offers flexible learning options for different needs, Includes mentorship and support networks
Success stories
A key moment of the HiLives project was the exchange between students from the University of Salamanca and the University of Aveiro in September 2022. During this activity, mixed group interviews revealed how participants experienced personal growth in areas such as money management, emotional regulation, time organization, and use of public transport. Students expressed greater autonomy and confidence in their abilities, and many emphasized the importance of internships in building self-esteem and preparing for work.
In another account, 31 individuals with intellectual and developmental disabilities (IDD) in Portugal shared how the project challenged self-stigma and broadened their perspectives on accessing higher education. Many of them had never previously considered university studies as a viable option, but reported renewed motivation when introduced to inclusive and flexible learning pathways.
In another account, 31 individuals with intellectual and developmental disabilities (IDD) in Portugal shared how the project challenged self-stigma and broadened their perspectives on accessing higher education. Many of them had never previously considered university studies as a viable option, but reported renewed motivation when introduced to inclusive and flexible learning pathways.
Measured outcomes
Three major intellectual outputs were developed: (1) a transnational framework for inclusive higher education curriculum design, (2) a digital networking platform to connect students with intellectual and developmental disabilities (IDD) to education and employment opportunities, and (3) a European good practice guide for inclusive higher education and independent living.
In the IO3 Transnational Good Practice Guide, participants reported improvements in a wide range of skills, including communication, emotional regulation, time management, autonomy, and digital competence. These outcomes were documented through qualitative feedback collected in interviews with students, families, educators, and employers across the partner institutions.
Internship experiences were highlighted as key for building self-esteem and preparing for workplace integration. Additionally, the digital tool (IO2), tested with 20 users with IDD, received a high usability score (SUS: 78.75), confirming its value in supporting accessible, person-centred learning pathways.
In the IO3 Transnational Good Practice Guide, participants reported improvements in a wide range of skills, including communication, emotional regulation, time management, autonomy, and digital competence. These outcomes were documented through qualitative feedback collected in interviews with students, families, educators, and employers across the partner institutions.
Internship experiences were highlighted as key for building self-esteem and preparing for workplace integration. Additionally, the digital tool (IO2), tested with 20 users with IDD, received a high usability score (SUS: 78.75), confirming its value in supporting accessible, person-centred learning pathways.
Challenges and lessons learned
The HiLives project identified several challenges in implementing inclusive higher education programs for students with intellectual and developmental disabilities (IDD). One of the main internal difficulties was the limited availability of adapted curricula and insufficient staff training in inclusive pedagogies. Informants also noted that some programs still foster integration rather than full inclusion, often being composed exclusively of students with disabilities.
Externally, key obstacles included the lack of sustainable funding, limited training options, and restricted access to the labour market. Prejudices, low societal expectations, and lack of awareness among employers and educational institutions were also recurring barriers. The COVID-19 pandemic exacerbated these issues, particularly by disrupting in-person support and participation dynamics.
Lessons learned include the critical importance of early and individualized transition planning, stronger family engagement, and investment in peer mentoring and accessible digital tools. Programs that emphasized self-determination, person-centered planning, and inclusive teaching methods were seen as more successful in fostering autonomy and long-term social participation.
Externally, key obstacles included the lack of sustainable funding, limited training options, and restricted access to the labour market. Prejudices, low societal expectations, and lack of awareness among employers and educational institutions were also recurring barriers. The COVID-19 pandemic exacerbated these issues, particularly by disrupting in-person support and participation dynamics.
Lessons learned include the critical importance of early and individualized transition planning, stronger family engagement, and investment in peer mentoring and accessible digital tools. Programs that emphasized self-determination, person-centered planning, and inclusive teaching methods were seen as more successful in fostering autonomy and long-term social participation.
- CountryBelgium Iceland Portugal Spain
- SectorSocial inclusion
- Target groupPeople with disabilities
Leading organisation
University of Aveiro
Date
2019, 2022
Key stakeholders
• Project consortium
University of Aveiro (Portugal), Fundación Aspanias Burgos (Spain), University of Iceland (Iceland), UC Leuven-Limburg (Belgium)
• Project stakeholders
Secondary schools, inclusive companies and support institutions, Students and families
University of Aveiro (Portugal), Fundación Aspanias Burgos (Spain), University of Iceland (Iceland), UC Leuven-Limburg (Belgium)
• Project stakeholders
Secondary schools, inclusive companies and support institutions, Students and families
Number of beneficiaries
7 higher education students from the University of Salamanca participated in a Blended Mobility Activity in Aveiro, accompanied by 4 professors, engaging with peers and faculty from the University of Aveiro in joint training and exchange activities. Additionally, the project conducted 5 learning-teaching training activities, 12 transnational project meetings, and 3 multiplier events hosted in Aveiro, Ghent, and Salamanca. The direct beneficiaries of the project included young adults with intellectual and developmental disabilities (IDD), their families and caregivers, higher education staff, secondary school professionals, and employers. In addition, a focused study within the project gathered insights from thirty-one individuals with IDD in Portugal to inform inclusive curriculum design.
